The writing process

There are three stages in the writing process. The gathering of ideas (including planning), the recording of these ideas or the composition stage, when ideas are drafted, discussed, revised and edited and finally, the transcription stage, when the text is polished, ready for presentation. Today there is software available to support the pupil throughout these stages, as you will see below.

Scenario 3 – Gathering ideas

Introduction

Some pupils have many ideas, but are unable to use them to plan a piece of writing. They may be able to tell their story, but there is no logical progression and ideas are jumbled. Those with severe and complex needs may lack appropriate vocabulary or relevant ideas. For most, the inability to plan on paper – for whatever reason – means that writing is a formidable task.

ICT can help reluctant writers to get over that ‘blank page’ syndrome.

Example 1 – Writing stimulus

A short introductory paragraph can act as a stimulus. This could be dictated by the pupil or taken from a story or subject textbook. For some pupils, real objects, scanned in photographs of themselves and things familiar to them, or a comic strip, will be an appropriate starting point. A list of relevant words is provided, using an on-screen word-bank or an overlay keyboard. These are then used by the pupil as prompts to continue writing.

Ms H.’s class had been reading poems about animals. Attention had been paid to rhyme and rhythm, and the pupils had a fair idea of these concepts. The pupils then chose an animal to create a poem around. Some chose their pets, whilst others chose wild animals – the tiger being a favourite – but Harry insisted on writing about a snail. As Harry finds reading and writing difficult, his SEN assistant used Inclusive Writer to create an on-screen grid using the describing words that Harry wanted. Where possible, each word was supported by a graphic. Harry then used the mouse to point and click on those words that he wanted to use and built up a poem four lines long with three words in each. With his assistant, he experimented with changing the voice used to read back each line, so adding interest and greater effect to the finished poem.

Key skills and equipment

The key skill for the above example is:

• create an on-screen grid which incorporates words, graphics and sound

The key equipment is:

• Inclusive Writer
• Clicker 4, Clicker Resources: Poems

Example 2 – Collecting ideas for words and phrases

Jason is in Year 8 at a special school – but he attends the mainstream secondary school, next door, for part of his timetable. For recording he uses a portable computer running Microsoft Word and a talking word-bank with ‘street-cred’. Access is by the keyboard and an external mouse. His SEN assistant liaises with the class teacher prior to the lesson, in order to establish the words and phrases he may need to include in his writing.

He then creates word banks which are linked for easy access and which sit discreetly at the bottom of Jason’s computer screen. During class, he will quickly add any additional words as these come up. When the pupils are required to work on their own, maybe in class or later at home, the word banks help Jason to remember the content of the lesson and support his independent writing.

Key skills and equipment

The key skill for the above example is:

• create Word Banks

The key equipment is:

• Wordbar software

Example 3 – Putting phrases together

Oliver is an extremely anxious child; he spends so much time worrying that he will not be able to do a written task that his teacher has very little concrete evidence, in terms of written work, that he is learning anything. Faced with a blank sheet of paper, all his insecurities come to the surface; he panics and lays down tools! When using the computer to explore a CD-ROM, Oliver seemed more relaxed, but the word processor on its own did not encourage him to record. His teacher discovered that using a standard word processor such as Word, it was possible to insert a Table to create a set of sentence starters which he asked Oliver to complete in an adjacent grid.

When the work was completed the grid cells were merged and Oliver had a respectable paragraph to share. By limiting the space that Oliver was expected to fill, his teacher was able to reduce his anxiety levels and build his confidence as an independent writer.

Key skills and equipment

The key skills for the above example are:

• use a word processor
• know how to insert a table, select and merge cells
• lateral thinking!

The key equipment is:

• a word processor

Example 4 – Planning writing

Software is now available that will allow the pupil to make mind maps, flow charts or topic webs. Examples are: Inspiration 5.0, Draft:Builder, and Thinksheet. Diagrams can be simple or complex and can incorporate words and symbols to help in the construction of the plan. These are then removed so that there is only a text outline for presentation. Software of this type has been likened to having ‘yellow post-it notes stuck all over the computer screen’ which the software then helps you to organize into a coherent whole. It can be used by the teacher for brain-storming sessions or for producing subject based, linked or grouped, keyword lists. Once again, the teacher uses ICT skills as teaching tools and acts as the role model for the pupil.

The Leaver’s class in a school for pupils with minimal learning difficulties is trying to plan an end of year party. Decisions need to be made concerning the programme of events, who will be invited and what refreshments will be available.

The class would like to put on some entertainment and they intend to produce all the food themselves. In order to organize the random thoughts and ideas that the pupils generated, their teacher has chosen to use a program called Inspiration which allows her to create a mind-map, where symbols support the text for those pupils who find reading difficult. This has provided the class with a visual plan of everything that needs to be done and responsibilities have been shared out. When ideas change and tasks are complete the plan can easily be adjusted.

Key skills and equipment

The key skills for the above example are:

• learn how to use the software
• know how to link the computer to an LCD projector
• patience!

The key equipment is:

• Inspiration 5.0
• LCD projector so that the plan is visible to the class as it is built up
• a photocopier to enlarge the printouts for wall mounting

Example 5 – Note taking

Danny is in Year 10 and uses a laptop with standard word processor for recording. Although his speed on the keyboard is equal to his ability to compose, it is not quick enough for him to take notes in class. He has developed his own system to get over this by using Wordbar. This is a small grid that sits unobtrusively along the bottom of his screen, into which he types key words and phrases. He can then use this customized word bank to support him when he has to write more fully later.

Key skills and equipment

The key skill for the above example is:

• load and use the software

The key equipment is:

• WordBar software

Note Taking using Word

Pupils will be expected to read and make notes. If text is scanned into a Word document, the pupil can then highlight the information they need. This may be one or several words. By pressing Ctrl+F3 the text will disappear and be saved. When the excercise is complete, open a new Word document and press Shift+Ctrl+F3 and all the saved text will reappear on the new page as notes or a plan for a new piece of writing.

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